Indisciplina e desenvolvimento moral na educação infantil
Autor(a) principal: | |
---|---|
Data de Publicação: | 2011 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UTP |
Texto Completo: | http://tede.utp.br:8080/jspui/handle/tede/1288 |
Resumo: | This research analyzes the relations between school indiscipline and moral development in the context of Early Child Education, following a Piagetian perspective. For this, it was developed a qualitative study that aimed to comprehend the concept of school indiscipline, in order to discern and to interpret the manifestations of this phenomenon in Early Child Education, actually, in the last year of this educational level and, also, to discover its relations with the moral development of the child. We understand indiscipline as an interacional, contextual phenomenon which causes damages for the individual or collective learning and for the social, affective and pedagogical relations in school scope and we use the theory proposed by Jean Piaget regarding the development of the morality, to help us understanding and interpreting this phenomenon. In complement to the theoretical study, we carried out a field work, observing children of 4 and 5 years old, in two public Early Child Education Schools, located in Curitiba, Paraná, as well as, interviewing teachers from the classrooms where the observations had happened, so that we could examine in the reality of the school what we read in literature and get our proper conclusions. We see indiscipline as one of the most intriguing subjects of the social and educational scope and, currently, the studies on school indiscipline reflect the importance of this subject for the Elementary and High School teachers, as well as reflect its theoretical relevance for the educational research. However, the number of researches with the focus we considered here is still restricted, which reveals the lack of investigating the proper context of Brazilian Early Child Education, knowing its characteristics and confirming the relations between moral development and indiscipline, a subject already discussed in foreigner educational literature. Our empirical inquiry lead us to find and to define typical cases of indiscipline in the Early Child Education classrooms that we observed, whose description and analysis had pointed to the relevance in considering the affective aspect, strongly involved in the expressions of indiscipline and also influential in the moral development. Through the results of our research, we learned and suggest that it is possible to identify the stage of moral development where children are, which allowed us to comprehend the moral issues and the development process of each child that may be involved with the indiscipline situations. We found out that the relations between indiscipline and moral development at the Early Child Education level involves the difficulty in accepting and following rules, in respecting each other, as well as, authority figures, the search and the necessity of bonds and for attention, and the absence of showing regulatory moral feelings such as regret, shame and guilt. These relations may suggest a lack of cooperation and mutual affection in the relationships that the child experiences, as well as, a short experience with moral values. |
id |
UTP_321fc84ce418ecc3a68e3d7d818134a2 |
---|---|
oai_identifier_str |
oai:localhost:tede/1288 |
network_acronym_str |
UTP |
network_name_str |
Biblioteca Digital de Teses e Dissertações do UTP |
spelling |
Garcia, JoePindal, Clara BrenerGerminari, Geyso Dongleyhttp://lattes.cnpq.br/1612584884972005Franzoloso, Mariana Ribeiro2018-05-09T16:11:07Z2011-05-04Franzoloso , Mariana Ribeiro. Indisciplina e desenvolvimento moral na educação infantil. 2011. 226 f. Dissertação( Mestrado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2016.http://tede.utp.br:8080/jspui/handle/tede/1288This research analyzes the relations between school indiscipline and moral development in the context of Early Child Education, following a Piagetian perspective. For this, it was developed a qualitative study that aimed to comprehend the concept of school indiscipline, in order to discern and to interpret the manifestations of this phenomenon in Early Child Education, actually, in the last year of this educational level and, also, to discover its relations with the moral development of the child. We understand indiscipline as an interacional, contextual phenomenon which causes damages for the individual or collective learning and for the social, affective and pedagogical relations in school scope and we use the theory proposed by Jean Piaget regarding the development of the morality, to help us understanding and interpreting this phenomenon. In complement to the theoretical study, we carried out a field work, observing children of 4 and 5 years old, in two public Early Child Education Schools, located in Curitiba, Paraná, as well as, interviewing teachers from the classrooms where the observations had happened, so that we could examine in the reality of the school what we read in literature and get our proper conclusions. We see indiscipline as one of the most intriguing subjects of the social and educational scope and, currently, the studies on school indiscipline reflect the importance of this subject for the Elementary and High School teachers, as well as reflect its theoretical relevance for the educational research. However, the number of researches with the focus we considered here is still restricted, which reveals the lack of investigating the proper context of Brazilian Early Child Education, knowing its characteristics and confirming the relations between moral development and indiscipline, a subject already discussed in foreigner educational literature. Our empirical inquiry lead us to find and to define typical cases of indiscipline in the Early Child Education classrooms that we observed, whose description and analysis had pointed to the relevance in considering the affective aspect, strongly involved in the expressions of indiscipline and also influential in the moral development. Through the results of our research, we learned and suggest that it is possible to identify the stage of moral development where children are, which allowed us to comprehend the moral issues and the development process of each child that may be involved with the indiscipline situations. We found out that the relations between indiscipline and moral development at the Early Child Education level involves the difficulty in accepting and following rules, in respecting each other, as well as, authority figures, the search and the necessity of bonds and for attention, and the absence of showing regulatory moral feelings such as regret, shame and guilt. These relations may suggest a lack of cooperation and mutual affection in the relationships that the child experiences, as well as, a short experience with moral values.Esta pesquisa analisa as relações existentes entre indisciplina escolar e o desenvolvimento moral da criança no contexto da Educação Infantil, seguindo a perspectiva piagetiana. Para isso, foi desenvolvido um estudo qualitativo que visava compreender o conceito de indisciplina escolar, a fim de discernir e interpretar as manifestações desse fenômeno no nível de ensino da Educação Infantil, mais precisamente, no último ano dessa etapa e descobrir suas relações com o desenvolvimento moral da criança. Abordamos a indisciplina como um fenômeno interacional, contextual e que acarreta prejuízos na aprendizagem individual ou coletiva e nas relações sociais, afetivas e pedagógicas no âmbito escolar e utilizamos a teoria proposta por Jean Piaget a respeito do desenvolvimento da moralidade, para nos auxiliar a compreender e interpretar esse fenômeno. Em complemento ao estudo teórico, realizamos um trabalho de campo, através de observações junto a crianças de 4 e 5 anos de idade, em duas escolas Municipais de Educação Infantil, localizadas na cidade de Curitiba, Paraná, bem como, entrevistamos as Professoras das salas de aula onde aconteceram as observações, para que pudéssemos verificar na realidade da escola o que pesquisamos na literatura e tirar nossas próprias conclusões. Vemos a indisciplina escolar como um dos temas mais intrigantes do âmbito social e educacional e, atualmente, os estudos sobre esse tema refletem a sua importância para os professores na Educação Básica, bem como sua relevância teórica no campo da pesquisa educacional. Entretanto, ainda é restrito o número de pesquisas com o foco aqui proposto, o que revela a falta em investigar o contexto próprio da Educação Infantil brasileira, conhecer suas características e confirmar esta relação existente entre desenvolvimento moral e indisciplina já discutida na literatura educacional de outros países. A investigação empírica nos levou a encontrar e definir casos típicos de indisciplina, nas salas de aula de Educação Infantil onde realizamos observações, cujas descrições e análises apontaram a necessidade de considerar o aspecto afetivo, fortemente envolvido nas expressões de indisciplina e influente no desenvolvimento da moralidade. Através dessa pesquisa, aprendemos e sugerimos que é possível identificar a fase do desenvolvimento da moralidade na qual as crianças se encontram, o que nos permitiu compreender as questões morais e o processo de desenvolvimento de cada criança, que podem estar envolvidos nas situações de indisciplina escolar. Encontramos que as relações entre indisciplina e desenvolvimento moral na etapa da Educação Infantil envolvem a dificuldade em aceitar e seguir regras; em respeitar o outro, bem como, figuras de autoridade; a busca e a necessidade de atenção e de vínculos afetivos e a ausência de demonstração de sentimentos reguladores morais, como arrependimento, vergonha e culpa. Essas relações podem sugerir uma carência de cooperação e afeição mútua nas relações que a criança experimenta, bem como, a pouca convivência com valores morais.Submitted by maria oliveira (maria.oliveira@utp.br) on 2018-05-09T16:11:06Z No. of bitstreams: 1 INDISCIPLINA E DESENVOLVIMENTO.pdf: 983348 bytes, checksum: 9214f9ebf1d95cb0aa328bcc60ef6e7d (MD5)Made available in DSpace on 2018-05-09T16:11:07Z (GMT). No. of bitstreams: 1 INDISCIPLINA E DESENVOLVIMENTO.pdf: 983348 bytes, checksum: 9214f9ebf1d95cb0aa328bcc60ef6e7d (MD5) Previous issue date: 2011-05-04application/pdfporUniversidade Tuiuti do ParanaMestrado em EducaçãoUTPBrasilEducaçãoEducaçãoEducação InfantilIndisciplinaDesenvolvimento MoralPiagetAfetividadeEducationEarly child educationIndisciplineMoral developmentPiagetAffectivityCIENCIAS HUMANAS::EDUCACAOIndisciplina e desenvolvimento moral na educação infantilinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis26175645301933333655005006006022136314876952138-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do UTPinstname:Universidade Tuiuti do Paranáinstacron:UTPLICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://localhost:8080/tede/bitstream/tede/1288/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51ORIGINALINDISCIPLINA E DESENVOLVIMENTO.pdfINDISCIPLINA E DESENVOLVIMENTO.pdfapplication/pdf983348http://localhost:8080/tede/bitstream/tede/1288/2/INDISCIPLINA+E+DESENVOLVIMENTO.pdf9214f9ebf1d95cb0aa328bcc60ef6e7dMD52tede/1288oai:localhost:tede/12882018-05-09 13:11:07.012TEDEtede@utp.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 |
dc.title.por.fl_str_mv |
Indisciplina e desenvolvimento moral na educação infantil |
title |
Indisciplina e desenvolvimento moral na educação infantil |
spellingShingle |
Indisciplina e desenvolvimento moral na educação infantil Franzoloso, Mariana Ribeiro Educação Educação Infantil Indisciplina Desenvolvimento Moral Piaget Afetividade Education Early child education Indiscipline Moral development Piaget Affectivity CIENCIAS HUMANAS::EDUCACAO |
title_short |
Indisciplina e desenvolvimento moral na educação infantil |
title_full |
Indisciplina e desenvolvimento moral na educação infantil |
title_fullStr |
Indisciplina e desenvolvimento moral na educação infantil |
title_full_unstemmed |
Indisciplina e desenvolvimento moral na educação infantil |
title_sort |
Indisciplina e desenvolvimento moral na educação infantil |
author |
Franzoloso, Mariana Ribeiro |
author_facet |
Franzoloso, Mariana Ribeiro |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Garcia, Joe |
dc.contributor.referee1.fl_str_mv |
Pindal, Clara Brener |
dc.contributor.referee2.fl_str_mv |
Germinari, Geyso Dongley |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1612584884972005 |
dc.contributor.author.fl_str_mv |
Franzoloso, Mariana Ribeiro |
contributor_str_mv |
Garcia, Joe Pindal, Clara Brener Germinari, Geyso Dongley |
dc.subject.por.fl_str_mv |
Educação Educação Infantil Indisciplina Desenvolvimento Moral Piaget Afetividade |
topic |
Educação Educação Infantil Indisciplina Desenvolvimento Moral Piaget Afetividade Education Early child education Indiscipline Moral development Piaget Affectivity CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Education Early child education Indiscipline Moral development Piaget Affectivity |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
dc.description.abstract.eng.fl_txt_mv |
This research analyzes the relations between school indiscipline and moral development in the context of Early Child Education, following a Piagetian perspective. For this, it was developed a qualitative study that aimed to comprehend the concept of school indiscipline, in order to discern and to interpret the manifestations of this phenomenon in Early Child Education, actually, in the last year of this educational level and, also, to discover its relations with the moral development of the child. We understand indiscipline as an interacional, contextual phenomenon which causes damages for the individual or collective learning and for the social, affective and pedagogical relations in school scope and we use the theory proposed by Jean Piaget regarding the development of the morality, to help us understanding and interpreting this phenomenon. In complement to the theoretical study, we carried out a field work, observing children of 4 and 5 years old, in two public Early Child Education Schools, located in Curitiba, Paraná, as well as, interviewing teachers from the classrooms where the observations had happened, so that we could examine in the reality of the school what we read in literature and get our proper conclusions. We see indiscipline as one of the most intriguing subjects of the social and educational scope and, currently, the studies on school indiscipline reflect the importance of this subject for the Elementary and High School teachers, as well as reflect its theoretical relevance for the educational research. However, the number of researches with the focus we considered here is still restricted, which reveals the lack of investigating the proper context of Brazilian Early Child Education, knowing its characteristics and confirming the relations between moral development and indiscipline, a subject already discussed in foreigner educational literature. Our empirical inquiry lead us to find and to define typical cases of indiscipline in the Early Child Education classrooms that we observed, whose description and analysis had pointed to the relevance in considering the affective aspect, strongly involved in the expressions of indiscipline and also influential in the moral development. Through the results of our research, we learned and suggest that it is possible to identify the stage of moral development where children are, which allowed us to comprehend the moral issues and the development process of each child that may be involved with the indiscipline situations. We found out that the relations between indiscipline and moral development at the Early Child Education level involves the difficulty in accepting and following rules, in respecting each other, as well as, authority figures, the search and the necessity of bonds and for attention, and the absence of showing regulatory moral feelings such as regret, shame and guilt. These relations may suggest a lack of cooperation and mutual affection in the relationships that the child experiences, as well as, a short experience with moral values. |
dc.description.abstract.por.fl_txt_mv |
Esta pesquisa analisa as relações existentes entre indisciplina escolar e o desenvolvimento moral da criança no contexto da Educação Infantil, seguindo a perspectiva piagetiana. Para isso, foi desenvolvido um estudo qualitativo que visava compreender o conceito de indisciplina escolar, a fim de discernir e interpretar as manifestações desse fenômeno no nível de ensino da Educação Infantil, mais precisamente, no último ano dessa etapa e descobrir suas relações com o desenvolvimento moral da criança. Abordamos a indisciplina como um fenômeno interacional, contextual e que acarreta prejuízos na aprendizagem individual ou coletiva e nas relações sociais, afetivas e pedagógicas no âmbito escolar e utilizamos a teoria proposta por Jean Piaget a respeito do desenvolvimento da moralidade, para nos auxiliar a compreender e interpretar esse fenômeno. Em complemento ao estudo teórico, realizamos um trabalho de campo, através de observações junto a crianças de 4 e 5 anos de idade, em duas escolas Municipais de Educação Infantil, localizadas na cidade de Curitiba, Paraná, bem como, entrevistamos as Professoras das salas de aula onde aconteceram as observações, para que pudéssemos verificar na realidade da escola o que pesquisamos na literatura e tirar nossas próprias conclusões. Vemos a indisciplina escolar como um dos temas mais intrigantes do âmbito social e educacional e, atualmente, os estudos sobre esse tema refletem a sua importância para os professores na Educação Básica, bem como sua relevância teórica no campo da pesquisa educacional. Entretanto, ainda é restrito o número de pesquisas com o foco aqui proposto, o que revela a falta em investigar o contexto próprio da Educação Infantil brasileira, conhecer suas características e confirmar esta relação existente entre desenvolvimento moral e indisciplina já discutida na literatura educacional de outros países. A investigação empírica nos levou a encontrar e definir casos típicos de indisciplina, nas salas de aula de Educação Infantil onde realizamos observações, cujas descrições e análises apontaram a necessidade de considerar o aspecto afetivo, fortemente envolvido nas expressões de indisciplina e influente no desenvolvimento da moralidade. Através dessa pesquisa, aprendemos e sugerimos que é possível identificar a fase do desenvolvimento da moralidade na qual as crianças se encontram, o que nos permitiu compreender as questões morais e o processo de desenvolvimento de cada criança, que podem estar envolvidos nas situações de indisciplina escolar. Encontramos que as relações entre indisciplina e desenvolvimento moral na etapa da Educação Infantil envolvem a dificuldade em aceitar e seguir regras; em respeitar o outro, bem como, figuras de autoridade; a busca e a necessidade de atenção e de vínculos afetivos e a ausência de demonstração de sentimentos reguladores morais, como arrependimento, vergonha e culpa. Essas relações podem sugerir uma carência de cooperação e afeição mútua nas relações que a criança experimenta, bem como, a pouca convivência com valores morais. |
description |
This research analyzes the relations between school indiscipline and moral development in the context of Early Child Education, following a Piagetian perspective. For this, it was developed a qualitative study that aimed to comprehend the concept of school indiscipline, in order to discern and to interpret the manifestations of this phenomenon in Early Child Education, actually, in the last year of this educational level and, also, to discover its relations with the moral development of the child. We understand indiscipline as an interacional, contextual phenomenon which causes damages for the individual or collective learning and for the social, affective and pedagogical relations in school scope and we use the theory proposed by Jean Piaget regarding the development of the morality, to help us understanding and interpreting this phenomenon. In complement to the theoretical study, we carried out a field work, observing children of 4 and 5 years old, in two public Early Child Education Schools, located in Curitiba, Paraná, as well as, interviewing teachers from the classrooms where the observations had happened, so that we could examine in the reality of the school what we read in literature and get our proper conclusions. We see indiscipline as one of the most intriguing subjects of the social and educational scope and, currently, the studies on school indiscipline reflect the importance of this subject for the Elementary and High School teachers, as well as reflect its theoretical relevance for the educational research. However, the number of researches with the focus we considered here is still restricted, which reveals the lack of investigating the proper context of Brazilian Early Child Education, knowing its characteristics and confirming the relations between moral development and indiscipline, a subject already discussed in foreigner educational literature. Our empirical inquiry lead us to find and to define typical cases of indiscipline in the Early Child Education classrooms that we observed, whose description and analysis had pointed to the relevance in considering the affective aspect, strongly involved in the expressions of indiscipline and also influential in the moral development. Through the results of our research, we learned and suggest that it is possible to identify the stage of moral development where children are, which allowed us to comprehend the moral issues and the development process of each child that may be involved with the indiscipline situations. We found out that the relations between indiscipline and moral development at the Early Child Education level involves the difficulty in accepting and following rules, in respecting each other, as well as, authority figures, the search and the necessity of bonds and for attention, and the absence of showing regulatory moral feelings such as regret, shame and guilt. These relations may suggest a lack of cooperation and mutual affection in the relationships that the child experiences, as well as, a short experience with moral values. |
publishDate |
2011 |
dc.date.issued.fl_str_mv |
2011-05-04 |
dc.date.accessioned.fl_str_mv |
2018-05-09T16:11:07Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
status_str |
publishedVersion |
format |
masterThesis |
dc.identifier.citation.fl_str_mv |
Franzoloso , Mariana Ribeiro. Indisciplina e desenvolvimento moral na educação infantil. 2011. 226 f. Dissertação( Mestrado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2016. |
dc.identifier.uri.fl_str_mv |
http://tede.utp.br:8080/jspui/handle/tede/1288 |
identifier_str_mv |
Franzoloso , Mariana Ribeiro. Indisciplina e desenvolvimento moral na educação infantil. 2011. 226 f. Dissertação( Mestrado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2016. |
url |
http://tede.utp.br:8080/jspui/handle/tede/1288 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
2617564530193333365 |
dc.relation.confidence.fl_str_mv |
500 500 600 |
dc.relation.department.fl_str_mv |
6022136314876952138 |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Tuiuti do Parana |
dc.publisher.program.fl_str_mv |
Mestrado em Educação |
dc.publisher.initials.fl_str_mv |
UTP |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Tuiuti do Parana |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações do UTP instname:Universidade Tuiuti do Paraná instacron:UTP |
reponame_str |
Biblioteca Digital de Teses e Dissertações do UTP |
collection |
Biblioteca Digital de Teses e Dissertações do UTP |
instname_str |
Universidade Tuiuti do Paraná |
instacron_str |
UTP |
institution |
UTP |
bitstream.url.fl_str_mv |
http://localhost:8080/tede/bitstream/tede/1288/1/license.txt http://localhost:8080/tede/bitstream/tede/1288/2/INDISCIPLINA+E+DESENVOLVIMENTO.pdf |
bitstream.checksum.fl_str_mv |
bd3efa91386c1718a7f26a329fdcb468 9214f9ebf1d95cb0aa328bcc60ef6e7d |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 |
repository.name.fl_str_mv |
TEDE |
repository.mail.fl_str_mv |
tede@utp.br |
_version_ |
1623392708273897472 |